Professional Documents
Culture Documents
for Grade 10
Lessons in this section
10 Foundation 1 Reading a discussion text: Email. 290
10 Foundation 2 Writing a discussion text: too much TV 293
10 Advanced 1 Listening: town planning 297
10 Advanced 2 Speaking and grammar: What if …? 302
Resource sheets for the lessons 306
Pre- reading
Students do not necessarily have to read the whole text at any stage. The
Resources relevant information can be gleaned by completing the exercises
OHT 10F.1a
Set the scene
Show OHT 10F.1a. Ask the students what they think the topic of the text will be
and elicit ‘email’. Find out how many of them regularly use email, how many have
their own personal email address.
Open prediction
Write a large ‘plus’ sign on the board and next to it a large ‘minus’ sign. Elicit
some advantages of using email.
It’s easy.
Write this on the board under the plus sign, in note form. Now elicit some
disadvantages of using email.
It’s impersonal.
Write the example on the board under the minus sign.
+ -
easy impersonal
Split the class into four groups. Ask two of the groups to think of advantages while
the other two groups think of disadvantages. After five minutes, get students to
feed back and a representative from each group to write three or four examples on
the board, no repetitions.
While reading
Ordering
Resources
Before the lesson, cut out the blocks of text on teacher’s resource 10F.1 and place
Teacher’s resource the cut-up parts into separate envelopes. Make enough sets for the activity to be
10F.1
Worksheet 10F.1a
done in small groups, one envelope per group. Put the students into small groups
OHT 10F.1b and hand give them their envelopes. Ask students to sort the cut-up parts into
Worksheet 10F.1b ‘Introduction’, ‘Advantages’, ‘Disadvantages’ and ‘Conclusion’. While sorting the
advantages and disadvantages, get the groups to see how many are the same as the
ones they predicted. They should make a brief note of the ones they missed or were
not looking for.
Take back the cut-up versions from each group and hand worksheet 10F.1a to
each student. Ask the students individually to think of a title for the text. Don’t
give them any ideas at this stage. They write the title they have chosen in pencil at
the top of the text.
Comprehension exercises
Hand out worksheet 10F.1b. Have students work individually on exercises
‘Vocabulary focus’ and ‘Reading for information’ and check their answers with a
partner. Guide students towards the answers by pointing to specific parts of the
text. Get them to reference their own answers from the text in this way too, quoting
specific line numbers.
Answer key
Vocabulary focus
Post-reading
Group discussion
Resources
Get students to work individually on the exercise ‘Opinion’ on worksheet 10F.1b
Worksheet 10F.1b and to fill in some notes in the spaces provided in the worksheet. Then put students
into groups of four and have them share and compare their ideas and opinions.
Remind them of the conversation strategies they already know for turn-taking,
In the lesson, you read a discussion text about email and the advantages and
disadvantages of its use. You practised predicting what might appear in a text and
looked at the structure of a discussion text.
• The opening statement puts forward the question for discussion, without stating
any preference, sometimes with a preview of the main issues.
• The arguments for, plus supporting evidence, are followed by the arguments
against, plus supporting evidence.
• An alternative to this is to present, one by one, an argument for followed by the
corresponding argument against.
• The text concludes with a summary, a conclusion and possible
recommendations.
You identified the arguments on both sides of the discussion and gave your own
opinion on the subject.
You also undertook an activity using email yourselves.
In the next lesson, we’re going to try writing our own discussion texts.
Pre-writing
Before the lesson, cut up the words and sentence strips on teacher’s resource
Resources 10F.2 and. prepare some way of sticking these strips to the board.
Teacher’s resource
Brainstorm
10F.2
OHT 10F.2 Set the scene. Start by showing the students OHT 10F.2. Elicit what they think the
Worksheet 10F.2 topic of the day’s lesson will be.
Television. The good and the bad. The effects of TV on children.
• Do you watch television? Why / why not?
• What types of programmes do you enjoy?
• What types of things do you find out by watching television?
• When and where do you watch TV?
• What times of day is the TV on?
• If you do not watch television, what are your alternative means of finding
information / entertainment? What are the advantages of these?
Input
Tell students they are going to write a short essay about the advantages and
disadvantages of TV and the effects it has on children.
On each of the four walls of the classroom, stick one of the signs, ‘Introduction’,
‘Advantages’, ‘Disadvantages’, ‘Conclusion’, from teacher’s resource 10F.2.
Hand out one idea strip each to individual students. It does not matter if some
students don’t have one as they can join with someone who does. All students
should read their strip to themselves and then move to the part of the room into
which they think their sentence or phrase fits.
Get the members of each group to discuss whether they think their sentence or phrase
fits into that category. Have them stick the idea strips to the wall under the sign.
Feed back to whole class, focussing on the ideas which you think have been placed
under the wrong sign. Discuss with the class and decide where they really belong.
Answer key
Introduction
More time watching television than in school and talking to their parents
Television plays a significant role in our daily life
Two sides to every coin
Concern about the effects of television on children
American children watch about 22–28 hours per week
Approximately one billion TV sets in use worldwide
Hand out worksheet 10F.2 to each student. This contains the complete list of the
sentences and phrases, in alphabetical order. Get students to take their list and walk
around the classroom, looking at the sentences and phrases which have been placed
on the wall, and noting in the empty boxes on their grid which category each
belongs in (e.g. Int., Adv., Dis., Conc.).
Editing
Put students in pairs and get them to look at the list and discuss how to cut each
category down. Get them to decide if any of the sentences and phrases are similar
and therefore unnecessary. See if they can find issues they think are less important
or less relevant than others and so can be left out. It is up to you and your class to
decide which and how many to keep. There should be a balance between
advantages and disadvantages without an overcrowding of ideas.
It is certain that television plays a very significant role in people’s lives these
days.
Students then look to their list for some extra information to support the
introduction.
American children watch about 22–28 hours per week
More time watching television than in school and talking to their parents
Following the same questioning process, students write an introduction.
2 Opposing viewpoints – Advantages and disadvantages
Students decide whether to start with the advantages or with the disadvantages.
Elicit the phrases they will need to introduce each section by referring them back to
the previous reading lesson on email. Specifically, get them to look at lines 4 and 5
on worksheet 10F.1a.
Like any innovation, it has its advantages and its share of disadvantages.
There are, indeed, many advantages to email.
Elicit a variety of words to link the advantages.
Also, another factor is, and, in addition, one more factor, moreover etc.
Plan your discussion writing the way we have done for this essay. Organise your
ideas and examples in a logical way. Use a structure like we have here. When you
have researched your information, place it into separate categories following that
structure. Then start building each part of the essay. Ask yourself questions about
the information you are putting in, especially wh-type questions: who, what, when,
where, why and also how. Use link words like in addition, moreover, however to
connect one idea to the next. Then transform the information inside this framework
to say what you want to say. This is how all good writers learn to write well.
Pre-listening
Some of the procedure and materials for this lesson are adapted from
Resources Teaching Listening Comprehension by Penny Ur, Cambridge University Press
Large map of Qatar 1984.
Before the lesson, stick a large town map of Qatar on the wall (Map of Qatar and
Doha City Published by Dallah Advertising Agency, PO Box 8545 Doha). If
possible, also have one map per group of four or five students. Otherwise, get
students to gather around the one on the wall and to step forward when they are
asked to point things out.
Set the scene
Refer to the map of Qatar. Ask the students the following questions.
• Where do you live? Can you point it out? Which square on the map?
• Where are we now? Is it on the map?
• Can you find the City Centre shops? F7
• Where is the Gold Market (Souq)? K7
• Can you find the Marriott Hotel? J10
• Why do you think it was built here? Near beach, close to airport
• Can you place
– Al-Diwan Al Emiri?J7
– Al Jazeera TV station? H4
– Aladdin’s Kingdom? C7
– The British Embassy? J6
– The main post office? H6
– The airport? M10
Tell students they are going to listen to a conversation between a group of town
planners. Elicit information from students.
• What do town planners do? They plan where to build buildings and roads etc
in a town.
• Who do they work for? Local/municipal authorities
• What skills do you need to be a town planner? Collecting information and
writing clear reports, analysing data and preparing policies, advising decision
makers, presenting proposals, negotiating
Carousel
When all the groups have sufficient notes, get one member of each group to move
to the next group and report the reasons for sitting their building where it is. Have
the ‘recipient’ group write the reasons in the relevant space. The same person then
moves round and reports to the next group and so on until all groups have a
complete grid. Monitor so that each of the ‘ambassadors’ is working at the same
speed, to prevent a bottleneck.
Concept check
Get students to reflect on the language they were using in the Finding partners
speaking activity. Read out some of the typical errors you noted that directly relate
to the second conditional and get students to correct them.
Write this skeleton form for the second conditional on the board
If + _________, + _________ + verb
Elicit other words instead of if and get students to create sentences that follow on
from this situation.
unless: Unless it was really loud though, I probably wouldn’t say anything.
provided that: Provided that they turned it down, I wouldn’t be annoyed at all.
Elicit sentences with If I were …
If I were them, I’d feel embarrassed.
If I were really tired, I wouldn’t be so nice.
Don’t spend long on the concept check as this is not the first time students have
studied the second conditional. Briefly ask the following questions.
• Does this refer to the past, present or future? Future.
• Why do we use the simple past then? We just do! It is not a past meaning.
(It’s a subjunctive.)
• Is this a real situation or imaginary? Imaginary but possible.
Production
Before the lesson, cut out the descriptions on Teacher’s resource 10A.2a and stick
Resources them on coloured card. Cut out the yes/no boxes and stick them on different
Teacher’s resources coloured card. Keep the two sets of cards separate.
10A.2a, 10A.2b
Question and answer game
Split the class into two groups: the question group and the answer group. Give a
question card to each member of the question group. Give either a ‘yes’ or a ‘no’
card to each member of the answer group. Get the question group to formulate
yes/no questions in the second conditional from their cards. Taking it in turns,
members of the question group pick a person from the answer group and ask them
the question. The answer group member must answer according to which card they
have, and say why. The questioner can follow up with further questions. If you
like, you can keep a score: one point for every well-asked question, one point for
every well-justified answer.
Demonstrate a first round with two students before playing the game for real.
Resources
1 2 3 4 5 6 7 8
Teacher’s resource
10A.2c IF AHMAD HAD STUDIED HE WOULD HAVE PASSED
Substitution table
Ask students the following questions.
• Can we change things that have happened in the past? No.
• What do you do when you look back at things in the past and wish that
they hadn’t turned out that way? Imagine how things could have been
different.
Go through the sentence on the board.
• Did Ahmad study? No.
• Did he pass? No.
Hand out to students the other word cards and ask the students to come to the board
place them in the appropriate column.
Answer key
1 2 3 4 5 6 7 8
IF AHMAD HAD STUDIED HE WOULD HAVE PASSED
NUR HADN’T WORKED SHE WOULDN’T PASSED
BADER DRIVEN SLOWLY HAD AN ACCIDENT
KHALID TAKEN A TAXI BEEN LATE
Get students to work in pairs and make four or five sentences from the words in the
substitution table.
If Nur hadn’t worked, she wouldn’t have passed
Check.
• Did she work? Yes
• Did she pass? Yes
If Bader had taken a taxi, he wouldn’t have been late.
Check.
• Did he take a taxi? No
• Was he late? Yes
Students then compose three more sentences and write a brief description of a
scenario which the sentence might fit.
If Khalid had taken a taxi, he wouldn’t have been late.
Khalid arrived late for work. His car broke down on the way.
This lesson focussed on conditionals; ideas with if and words like if. The first part
of the lesson was recycling what you studied in Grade 9 – the second conditional.
The second conditional is for situations in the future which are imaginary,
hypothetical and to varying degrees possible. You talked about what you would do
and how you would react in a range of hypothetical situations.
The second part of the lesson was to introduce the third conditional. You talked
about situations in the past, which cannot be changed, but you imagined what it
would have been like under different circumstances, if the event had not happened.
So that’s when we use the third conditional: to discuss alternatives to what actually
happened in the past. We’ll be doing more work on the third conditional in the next
set of lessons.